The writer re-visits the pedagogical impact of field works in undergraduate hydraulic engineering subjects. Numerous field studies were organised as part of hydraulics subjects in a broad-based civil engineering curriculum during the last 10 years. Anonymous student feedback indicated a strong motivation for hydraulic courses that include a field work component, associated with lower failure rates. Employers' response showed a very strong industry support for field works which must be a curriculum requirement. This experience shows also that the selection of field trips is critical to maximise students' learning

Chanson, Hubert

University of Queensland eSpace

Theme E  193 
 
THE IMPORTANCE OF FIELD WORKS IN THE UNDERGRADUATE 
TEACHING OF HYDRAULIC ENGINEERING 
Hubert CHANSON 
Dept of Civil Engineering, The University of Queensland, Brisbane QLD 4072, Australia 
Ph.: (61 7) 33 65 43 63 - Fax: (61 7) 33 65 45 99 - E-mail: h.chanson@mailbox.uq.edu.au 
 
Abstract : The writer re-visits the pedagogical impact of field works in undergraduate 
hydraulic engineering subjects. Numerous field studies were organised as part of hydraulics 
subjects in a broad-based civil engineering curriculum during the last 10 years. Anonymous 
student feedback indicated a strong motivation for hydraulic courses that include a field work 
componenet, associated with lower failure rates. Employers' response showed a very strong 
industry support for field works which must be a curriculum requirement. This experience 
shows also that the selection of field trips is critical to maximise students' learning. 
 
Keywords : undergraduate teaching, field studies, students' response, employers' feedback 
 
INTRODUCTION 
The Merriam-Webster's Collegiate Dictionary defines engineering as "the application of 
science and mathematics by which the properties of matter and the sources of energy in 
nature are made useful to people". Engineering graduates must be familiar with real-world 
problems, practical applications and relevant solutions. During the last three decades, 
universities in developed countries have rationalised their engineering curricula. This has 
been associated with the development of computer-based courses and project-based subjects, 
often at the expenses of practical studies and field works. The situation is well illustrated by 
trends in engineering education journals. Between Jan. 2000 and Dec. 2001, the International 
Journal of Engineering Education included 57 papers on computer-based engineering 
courses, including 12 on "virtual teaching", plus 11 papers on quality assurance and over 32 
papers on project-based courses, out of a total of 139 published articles. Not a single article 
described field work to support basic teaching. This alarming trend is also true in the teaching 
of hydraulic engineering. In a recent issue of the Journal Hydraulics Engineering (Vol. 126, 
No. 12) on "Teaching Hydraulic Design", only one paper discussed the role of field studies to 
support the teaching of hydraulic engineering (CHANSON 2001). 
 
In the present paper, the writer re-visits the significant role of field studies as part of the 
undergraduate teaching of hydraulic engineering in a civil engineering curriculum. The paper 
is based upon the writer's experience at the University of Queensland (Australia). It is 
documented with anonymous surveys of undergraduate students, questionnaires to young 
graduates and employers. The results demonstrate strong student motivation for hydraulic 
courses associated with field works, and very-strong industry support and requirement, for 
such hands-on experience. 
 
FIELD STUDIES IN UNDERGRADUATE TEACHING OF HYDRAULIC ENGINEERING 
At the University of Queensland, hydraulics and water resource engineering are lectured in 
the civil and environmental engineering curricula. Following a common first year to all 
engineering degrees, the students are taught hydraulic engineering in a series of compulsory 
and elective subjects. Typical class sizes are about 80 to 150 for compulsory subjects and 25 
to 80 students in elective subjects. Following a change in curriculum late 2001, the 
compulsory subjects include CIVL2140 Hydrology in 2nd year, CIVL3130 Fluid mechanics 
194 Proc. XXX IAHR Congress, Thessaloniki, Greece 2003, Vol. E 
and CIVL3140 Open channel flows in 3rd year and a component of CIVL4510 Civil design in 
4th year (Table 1). Elective subjects are typically taught in 4th Year although some might be 
undertaken in late 3rd Year. 
 
Table 1 - Undergraduate teaching of hydraulic engineering in the civil engineering curriculum 
at the University of Queensland 
 
 2nd Year 3rd Year 4th Year 
Compulsory 
subjects 
CIVL2140 
Hydrology 
CIVL3130 Fluid Mechanics 
CIVL3140 Open channel 
flows (+) (*) 
CIVL4510 Civil design (30%) (+) (*) 
Elective 
subjects 
  CIVL4140 Mixing in rivers (*); 
CIVL4110 Coastal hydraulics (+); 
CIVL4120 Hydraulic design & structures 
(+) (*) 
 
Notes : (+) subject associated with field trips; (*) subject lectured by the writer in 2001 and 
2002. 
 
Fig. 1 - Photographs of undergaduate student field trips 
(1.1) CIVL3140 Open channel flow class (84 students) in Gold Creek dam stepped spillway 
 
 
Pedagogy of the hydraulic engineering course 
The course material is structured to guide the students from the basic principles of fluid 
mechanics to their application to engineering design. In the compulsory Open channel flow 
subject (CIVL3140), simple hydraulic modelling is introduced as a series of tools used by 
professionals to compare the performances of various design options. Two types of models 
are introduced : i.e., physical models associated with laboratory experiment classes, and 
numerical modelling of steady, gradually-varied flows. In more advanced elective subjects, 
Theme E  195 
 
the students are introduced to movable boundary hydraulics (CIVL4110 & 4120), numerical 
modelling of unsteady open channel flows (CIVL4120) and design of dam spillways 
(CIVL4120). Analytical models of mixing and dispersion in rivers and estuaries are 
introduced in other electives (CIVL4110 & 4140). 
 
In the context of undergraduate subjects, design applications are restricted to simple flow 
situations and boundary conditions for which the basic equations can be numerically 
integrated. A sound teaching pedagogy should include field works associated with tutorials 
and projects. Field studies (Fig. 
1) are essential to illustrate real 
professional situations, and the 
complex interactions between 
all engineering and non-
engineering constraints 
(CHANSON and JAMES 1998, 
CHANSON 1999,2000). For 
example, a culvert design 
requires a hydrological study of 
a stream to estimate the design 
flow rate and to predict the risks 
of emergency conditions. The 
dimensions of the culvert are 
based on hydraulic, 
geotechnical and structural 
considerations, and the impact 
of the culvert on the 
environment must be taken into 
account : e.g., flooding of the 
upstream plain, tailwater 
conditions (Fig. 1.3). 
 
(1.2) CIVL4120 Hydraulic 
design class (24 students) in 
front of the fully-silted 
Korrumbyn Creek dam in a 
dense sub-tropical rainforest 
 
Selection of field trips 
A careful selection of field trip sites is essential to maximise learning. A proper balance 
between successful structures and failures is important. The writer's experience suggests that 
successful design sites are as important as failure sites. Everyone can learn from a failed 
structure, although it takes some research to comprehend all aspects of the causes of failures. 
But it takes a well-trained professional to emphasise the key details of a successful design. 
Why was this design successful ? What could have been wrong ? How ? 
 
The writer has organised undergraduate field works in hydraulic engineering for more than 10 
years. Figure 1 illustrates some examples. Figure 1.1 shows CIVL3140 Open channel flow 
students inspecting the Gold Creek dam spillway. Key features include a 55-m wide, 60-m 
long broad crest, a stepped chute and the absence of downstream stilling basin. Completed in 
1890, the long-lasting operation of the spillway demonstrates its successful design 
196 Proc. XXX IAHR Congress, Thessaloniki, Greece 2003, Vol. E 
(CHANSON and WHITMORE 1998). Figure 1.2 shows CIVL4120 Hydraulic design students 
in front of the fully-silted Korrumbyn Creek dam. The dam and reservoir were accessed after 
a half-hour bushwalk guided by the rangers in the dense sub-tropical rainforest of Mt 
Warning National Park (NSW). Figure 1.3 presents CIVL4510 Civil design students 
surveying a Minimum Energy Loss culvert. During the exercise, students working in groups 
surveyed eight culverts and flood plains. Each group conducted hydraulic computations for 
design and less-than-design flow rates, and prepared a newer design for a larger flood. The 
results were presented in a series of reports and oral presentations, assessed by student peers 
and lecturers. 
 
(1.3) CIVL4510 Civil design students (73 students) surveyinf a M.E.L. culvert outlet and 
dowsntream flood plain (Courtesy of L. CHEUNG) 
 
 
SURVEY RESULTS 
Anonymous student feedback were collected after three field works in 2002 in two 
compulsory subjects (CIVL3140 and CIVL4510) and one elective subject (CIVL4120) (Table 
1). The assessment component of the field works and the type of assessment are summarised 
in Table 2. Figure 2 presents some results of anonymous student feedbacks. Table 3 lists 
relevant websites. 
 
Overall the anonymous results demonstrate that students considered field works as an 
essential component of the hydraulic engineering courses and an important aspect of the civil 
engineering curriculum. They perceive a clear difference between a construction site visit and 
the investigation of a hydraulic structure in operation (or disused). Field works encouraged 
strong group bonding. They are well-suited for group works, allowing students to gain better 
in-depth understanding of professional teamwork and designs. Although the students believed 
that field studies do not replace traditional lectures, most felt that the field experience helped 
them to think more critically in hydraulic engineering. In particular, Figure 2.2 highlights that 
85 to 90% of the students believe that field works play "a vital role to comprehend real-word 
engineering". Anonymous results indicated further that field studies were not self-learning. 
Theme E  197 
 
Students needed expert guidance and knowledge to comprehend all aspects of a prototype 
design. In some instances, students conducted field visits on their own. The outcome was 
disappointing, their reports indicating that they learned little and missed vital issues. Most 
students regarded field study supervision as necessary to gain first hand knowledge on 
successful designs. 
 
Handwritten and verbal student feedback indicated a strong student motivation for hydraulic 
courses associated with field works. Field trips helped the students to visualise professional 
situations. They motivated them significantly more than conventional lectures and audio-
visual aids (e.g. slides, video). This interest for the course translated always in higher marks 
in homeworks and examination papers, and, more importantly, a much smaller failure rate in 
these subjects. Prior to the introduction of field works, the failure rate in hydraulics subjects 
was about 15 to 30% over a ten year period. Since the introduction of field works, the failure 
rate, in the same subjects, has been reduced down to 5 to 20%. The impact of field works on 
students' performances was most felt among the "tail" of the class (i.e. low GPA students). 
Failure rate among students with low GPA was reduced by nearly 70%. In several instances, 
individuals were noted to "switch on" during field works and some students commented: "I 
gained interest for the course thanks to the field trips". 
 
In addition, the writer interviewed a number of former students : i.e., graduates with less than 
5 years of experience. For a sample of over 30 young graduates, 95% had a vivid memory of 
the field trips in hydraulics; 90% believed strongly or very-strongly that field works were an 
important part of the curriculum and helped them in their career development. The writer 
further interviewed a number of civil engineering employers, including government 
departments, private consultants, and mining and construction companies. From a sample of 
over 25 senior engineers, all (100%) stated that field experience, including field works under 
academic supervision, was a basic requirement for a civil engineering degree. 
 
Table 2 - Field works in undergraduate hydraulics subjects, conducted in 2002, at the 
University of Queensland 
 
Subject Nb of 
students
Field work sites Assessment 
component 
of subject 
Type of assessment Remarks 
CIVL3140 
Open channel 
flow 
84 Minimum Energy Loss 
culverts & Gold Creek 
dam spillway 
5% Individual report. 3rd Year 
compulsory 
subject. 
CIVL4510 
Civil design 
73 Minimum Energy Loss 
culverts & Flood plains 
in Norman Creek 
catchment 
20% Group report and 
group oral 
presentation (8-9 
students per group). 
4th Year 
compulsory 
subject. 
CIVL4120 
Hydraulic 
design 
24 Fully-silted Korrumbyn 
Creek dam reservoir, 
Hinze dam spillway & 
Molendinar Water 
Purification Plant 
10% Group report (4-5 
students per group). 
4th Year 
elective 
subject. 
 
Fig. 2 - Anonymous student feedback from undergraduate field studies conducted in 2002 in 
the subjects CIVL3140 Open channel flow (84 students), CIVL4510 Civil design (73 
students) and CIVL4120 (24 students) - Horizontal scale : 1 = Disagree, 5 = Agree Strongly 
(2.1) "The field work was an important component of the subject" 
198 Proc. XXX IAHR Congress, Thessaloniki, Greece 2003, Vol. E 
 
0
0.1
0.2
0.3
0.4
0.5
1 2 3 4 5
CIVL3140 Open channel flow
CIVL4120 Hydraulic design
CIVL4510 Civil design
The field work was an important component of the subject
 
 
DISCUSSION 
Anonymous feedback and discussions with students highlighted the importance of appropriate 
on-site guidance and expertise, associated with enthusiastic lecturers. Students can become 
quite exited at relevant hydraulic sites directly relevant to the course. For example, a culvert 
is often a "dull" structure in the classroom, but it may become a fascinating hydraulic 
structure in the context of a hydraulics field trip. 
 
With over 29,00 students, the University of Queensland is by far the largest and most 
prestigious university in the State of Queensland, and it is regarded as one of the four top 
universities in Australia, with the Universities of Melbourne and of New South Wales 
(Sydney). Although the University of Queensland might not be strictly characterised as an 
average university, its undergraduate civil engineering curriculum is representative of a 
strong focus on water resources in Australasia. 
 
CONCLUSION 
Student field works were introduced as part of a series of hydraulics subjects in an 
undergraduate civil engineering curriculum. Anonymous student feedback demonstrated a 
strong interest of the students for the field works. This was associated with greater student 
motivation for the course, leading in turn to lower failure rates. Feedback from former 
students indicated that field work experience was an important component of their studies and 
helped them in their professional development. Employers testified that field works is an 
essential component of the hydraulic engineering course and that it should be a requirement 
of all hydraulic engineering curricula. 
 
The present study demonstrates the very-significant role of field works in the teaching of 
hydraulic engineering. Lecturers and professionals should not be complaisant with university 
hierarchy and administration clerks to cut costs by eliminating field studies. Although the 
preparation and organisation of field works with large class sizes are a major effort, the 
Theme E  199 
 
outcome are very rewarding for the students and the lecturer. From his own experience, the 
writer has had great pleasure and satisfaction to bring over 1,000 undergraduate students in 
hydraulics field studies during the last decade. 
 
ACKNOWLEDGMENTS 
The writer acknowledges useful feedback and discussion with past and present students. He 
thanks particularly his wife CHOU Ya-Hui and his son Bernard for their support and 
assistance during preliminary field trips. 
 
REFERENCES 
CHANSON, H. (1999). "The Hydraulics of Open Channel Flows : An Introduction." 
Butterworth-Heinemann, Oxford, UK, 512 pages. 
CHANSON, H. (2000). "Introducing Originality and Innovation in Engineering Teaching: the 
Hydraulic Design of Culverts." European Jl of Engineering Educ., Vol. 25, No. 4, pp. 377-
391. 
CHANSON, H. (2001). "Teaching Hydraulic Design in an Australian Undergraduate Civil 
Engineering Curriculum." Jl of Hyd. Engrg., ASCE, Vol. 127, No. 12, pp. 1002-1008. 
CHANSON, H., and JAMES, P. (1998). "Teaching Case Studies in Reservoir Siltation and 
Catchment Erosion." Intl Jl of Engineering Education, Vol. 14, No. 4, pp. 265-275. 
CHANSON, H., and WHITMORE, R.L. (1998). "Gold Creek Dam and its Unusual Waste 
Waterway (1890-1997) : Design, Operation, Maintenance." Can. Jl of Civil Eng., Vol. 25, 
No. 4, Aug., pp. 755-768 & Front Cover. 
 
Table 3- Relevant websites and Internet resources 
 
CIVL3140 Open channel flows website {http://www.uq.edu.au/~e2hchans/civ3140html} 
CIV4120 Hydraulic design & structures 
website 
{http://www.uq.edu.au/~e2hchans/civ4120html} 
CIVL4510 Civil design website {http://www.uq.edu.au/~e2hchans/civ4510html} 
Extreme Reservoir Siltation in Australia {http://www.uq.edu.au/~e2hchans/res_silt.html} 
Hydraulics of Minimum Energy Loss Culverts {http://www.uq.edu.au/~e2hchans/mel_culv.html} 
Gold Creek Dam Historical Stepped Spillway {http://www.uq.edu.au/~e2hchans/gold_crk.html} 
200 Proc. XXX IAHR Congress, Thessaloniki, Greece 2003, Vol. E 
Fig. 2 - Anonymous student feedback from undergraduate field studies conducted in 2002 in 
the subjects CIVL3140 Open channel flow (84 students), CIVL4510 Civil design (73 
students) and CIVL4120 (24 students) - Horizontal scale : 1 = Disagree, 5 = Agree Strongly 
(2.2) "The field trip plays a vital role to comprehend real-word engineering" 
 
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
1 2 3 4 5
CIVL3140 Open channel flow
CIVL4120 Hydraulic design
The field trip plays a vital role to comprehend real-word engineering
 
 
(2.3) "All things considered, do you think that field works and site visits are an important 
component of the (civil engineering) curriculum ?" 
 
0
0.1
0.2
0.3
0.4
0.5
1 2 3 4 5
CIVL3140 Open channel flow
CIVL4120 Hydraulic design
CIVL4510 Civil design
All things considered, do you think that field works and site 
visits are an important component of the curriculum ?
 


The Importance of Field Works in the Undergraduate Teaching of Hydraulic Engineering

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